Motor skills in context of popularity in a group of school classes in children
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Abstract
Self-concepts of very young children are consistently high but that with increasing life experience, and children learn their relative strengths and weaknesses, so that mean levels of self-concept decline, multiple dimensions of self-concept become more differentiated. Self-concepts become more highly correlated with external indicators of competence (skills and accomplishments). Well-developed motor abilities lead to positive feedback from significant others (teachers, parents, peers) which are related to positive emotions and motivation for physical activity. The data were measured by Piers–Harris questionnaire, and the level of motor skills was monitored by TGMD – two tests within the project IGA_PdF_2017_002. The research group consisted of 300 pupils (149 boys and 151 girls) in the middle school age (9–11 years). Based on the research results, we can say that the level of gross motor skills contributes on child’s adaptation in the group of school classes. It is necessary to examine this area further, support physical activity of children in young school age and intentionally develop children’s motor skills.
Keywords: Primary school, children, school class, gross motor skills.
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